Mathematical Texts (I): The Mathematical Training of Scribes

2016 ◽  
Author(s):  
Annette Imhausen
Keyword(s):  
Teaching Mathematics ◽  
Actual Situation ◽  
Middle Kingdom ◽  
Old Kingdom ◽  
Mathematical Procedure ◽  
The Future ◽  
Mathematical Problems ◽  
Mathematical Texts

This chapter discusses mathematical texts that originated from the Middle Kingdom. While this may well be caused by the vagaries of preservation, it might be that it reflects the actual situation, that is, that mathematical texts of the kind that we have from the Middle Kingdom did not exist in earlier periods. With the reestablishment of central power by the king in the Middle Kingdom also came about a complete new organization of the administrative apparatus that was designed to be much less independent than it had been at the end of the Old Kingdom. And this may well have entailed the organization of teaching mathematics to the future scribes in a centrally organized style, with prescribed problems and their solutions. The chapter considers extant hieratic mathematical texts, mathematical procedure texts, and types of mathematical problems.

KING PEPI’S ROLE IN FORMING MEMPHIS, THE FUTURE CAPITAL OF EGYPT

2020 ◽  
pp. 40-56
Author(s):  
R. A. Orekhov ◽  
Keyword(s):  
Negative Influence ◽  
Common Point ◽  
Point Of View ◽  
High Priest ◽  
Old Kingdom ◽  
The Future ◽  
State Capital

There is a common point of view in Egyptology that Memphis was a state capital since the earliest times and that its protecting gods were Ptah and his spouse Sekhmet. Arguing this concept, the author tries to find the reason why a pyramid city of Pepi I — Mennefer — became a core of the future capital. The main conclusion is following: Constructing his pyramid complex, Pepi I probably included into it a cult center of Habes where Bastet and Imhotep, a high priest of Ra, were worshiped. Imhotep, a companion of the king Djoser, was known as a priest and charmer who tamed the fiery forces of Sirius associated with Bastet, after which the great drought was over. To commemorate this, New Year celebration and the first sun calendar were established. Imhotep’s tomb became an important cult place, where ceremonies important for surviving of the Egyptian state were conducted. In the second half of the Old Kingdom period the Nile started to flood much less, which led to the decline of agriculture. Thus, the role of the cult center of Habes and Imhotep grew greatly. By including Habes, Pepi protected the dominion of his pyramid city from negative influence of Bastet and decreased flooding. The fact that Mennefer was a successor of the aforementioned cult center determined its capital functions in future.

Assimilation of the concept of numeric expression in teaching primary school mathematics

2019 ◽  
Vol 27 (1) ◽  
Author(s):  
Ivanka Georgieva ◽  
◽  
◽  
Keyword(s):  
Primary School ◽  
School Mathematics ◽  
Teaching Mathematics ◽  
Primary School Mathematics ◽  
Mathematical Problems

The concept of numeric expression is a basic one in teaching mathematics. It is introduced and assimilated in primary school. This concept is a component of many other concepts and problems in school course of mathematics. That is why discussing and analyzing the process of understanding and assimilating the notion of numeric expression is of great importance both to the teachers and pupils. The present study focuses on some key activities and groups of problems aiming at mastering pupils’ abilities to solve various mathematical problems, to overcome some difficulties and prevent from making mistakes in finding the ways of solving different problems and doing so to enrich their knowledge in mathematics.

Gamification model in a pedagogical university on the example of teaching mathematics

2021 ◽  
pp. 152-161
Author(s):  
Yuliya Nikolayevna Kovshova ◽  
◽  
Marina Nikolayevna Sukhonosenko ◽  
Keyword(s):  
Learning Process ◽  
Economic Education ◽  
Educational Process ◽  
Teaching Mathematics ◽  
Future Teachers ◽  
State Pedagogical ◽  
The Future ◽  
The University ◽  
Practice Of Teaching

The purpose of the article is building a model of the future teachers’ learning process gamification, its illustration with some results of the development and implementation of games in the practice of teaching mathematics in a pedagogical university based on scientific and methodological foundations and on our own experience. The article substantiates the relevance of research in this direction and formulates a contradiction that leads to the problem of introducing gamification into the educational process of the university and the need to develop didactic and methodological materials. It presents this model in the form of a scheme and a detailed description, demonstrates the functioning of this model on specific examples of teaching mathematics to students of the Institute of Physical, Mathematical, Information and Economic Education of the Novosibirsk State Pedagogical University. The fragments of the developed games are given. According to the results of the study, it formulates the conclusions. It outline the prospects of work in the direction of using gamification in a pedagogical university.

scholarly journals Doing, Teaching, Learning and Thinking About Mathematics – On Becoming a Transformative Teacher

2018 ◽  
Vol 7 (1) ◽  
pp. 11-24
Author(s):  
Binod Prasad Pant
Keyword(s):  
Mathematics Teacher ◽  
Mathematics Teaching ◽  
Teaching Mathematics ◽  
Algorithmic Problem ◽  
Academic Problems ◽  
Mathematical Concepts ◽  
Teaching Career ◽  
Beliefs And Practices ◽  
Mathematical Problems ◽  
Teaching Learning

I solved many mathematical problems till today - countless academic problems inside the classroom, and a few pragmatic problems outside. At the beginning of my teaching career, I spent significant time convincing my students that mathematics teaching is an algorithmic problem solving of routine mathematical items to get the correct answers. Afterwards, I slowly took a shift from doing mathematics to teaching mathematics, identifying lots of tricks, tips and techniques. I spent more than a decade to train myself with better techniques to become a better mathematics teacher seeking better achievements of students in written tests. Later on, I engaged myself as a math learner and sought the significance of the methods I employed to teach the mathematical concepts, relation, and logics. I am now at the crossroads of searching better alternatives that help students learn mathematics in a meaningful way. I frequently ask myself why I am teaching mathematics. What does a good mathematics teacher mean? What we do is largely guided by what we believe. Questioning on the widely accepted assumptions, examining the deep-rooted beliefs for the positive shift, and highlighting the epiphanies of my professional life could be very essential on becoming a transformative teacher. In this paper, I portray my narratives as a student and as a mathematics teacher to explain my shift towards becoming a transformative teacher. Through my verisimilitude narratives, I invite readers to examine their beliefs and practices on teaching mathematics, and envisage for better alternatives being aware of their limitations and contexts.

Precious-Metal Polychromy in Egypt in the time of Tutankhamun

2001 ◽  
Vol 87 (1) ◽  
pp. 55-71 ◽  
Author(s):  
Deborah Schorsch
Keyword(s):  
Precious Metal ◽  
Precious Metals ◽  
Visual Design ◽  
Symbolic Meaning ◽  
Middle Kingdom ◽  
Old Kingdom ◽  
Monetary Value ◽  
Eighteenth Dynasty

Gold and silver appear in Egypt at least as early as the Predynastic Period, and remained thereafter in use for the manufacture of ritual and funerary objects and personal possessions. On occasion, the ancient metalworker or his patron would choose to combine them in the manufacture of an objet de vertu: a jewel, a vessel, a royal coffin. The earliest uses of gold and silver, and electrum—a naturally occuring alloy of the two—together can be described as random, as the juxtapositions appear to have no meaning in terms of relative monetary value or visual design, and to have no colouristic or symbolic associations. During the Old Kingdom there appear the first objects that use precious metals systematically for their contrasting colours, a practice that becomes more widespread in the Middle Kingdom. The greatest sophistication in the use of precious metals can be documented during the second half of the Eighteenth Dynasty, particularly in the time of Tutankhamun, when gold—including alloys that are reddish or have been intentionally coloured red—silver and electrum, were used together also to exploit their inherent colours and to evoke symbolic meaning.

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